Prospective Primary School Teachers' Attempts to Pose Acceptable Word Problems on the Addition of Fractions: Some Insights from South Africa and the United States of America

Autor/inn/en	Austin, Pam; Carbone, Rose Elaine; Webb, Paul
Titel	Prospective Primary School Teachers' Attempts to Pose Acceptable Word Problems on the Addition of Fractions: Some Insights from South Africa and the United States of America
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 15 (2011) 2, S.168-178 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/10288457.2011.10740710
Schlagwörter	Foreign Countries; Word Problems (Mathematics); Addition; Fractions; Elementary School Mathematics; Preservice Teachers; Preservice Teacher Education; Questioning Techniques; Mathematics Achievement; Mathematics Activities; Cultural Influences; Language Variation; Comparative Education; Knowledge Base for Teaching; South Africa; United States + Suchen Sie Ihr Suchwort? Ausland; Textaufgabe; Bruchrechnung; Elementare Mathematik; Schulmathematik; Lehramtsstudiengang; Lehrerausbildung; Befragungstechnik; Fragetechnik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Cultural influence; Kultureinfluss; Sprachenvielfalt; Vergleichende Erziehungswissenschaft; Teaching theory; Theory of teaching; Unterrichtstheorie; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; USA
Abstract	This research study, carried out in South Africa and the United States of America, investigated issues that may hamper prospective primary school teachers from writing acceptable problem posing scenarios involving the addition of fractions. Pre-service teachers (n=44) were asked to compose real life problems involving the addition of two fractions where the sum is greater than one. The data generated suggest that issues that hamper the writing of acceptable problem scenarios are an inability to recognise that uniform units must be used, i.e. that for units to be comparable they must be the same size and shape, that standard/formal units of measurement must be used rather than informal units, and that different units of measurement cannot be used to represent the same fractional part. Another issue is the apparent inability of some students to recognise that the sum of given fractions can be greater than one whole. Finally, the use of colloquial language and local context were considered in terms of posing appropriate word problems involving fractions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01